J and J say positive outcomes that can be achieved through the use of cooperative learning.

Some researchers disagree regarding the effects of cooperative learning across ability groups in mixed ability grouping. Some educators fear that the model may lend itself to a disadvantage regarding high-achieving students.

Understanding the potential advantages and disadvantages of cooperative learning for high achieving students will assist educators in making adjustments to promote the learning of all students and possibly lead to a reevaluation of the definition of achievement in the classroom setting.

The achievement gap is the persistent disparity in academic performance of groups of students. Noting not only disparities along the lines of race and social class, but within class achievement as well, has encouraged educational leaders to explore a number of instructional strategies in order to ensure that no child is left behind.

Although researchers vary in the exact phrasing of their definitions, essentially cooperative learning is at the very least “a group-centered and student-centered approach to classroom teaching and learning”

Large bodies of research conducted over decades suggest that cooperative learning positively impacts student achievement, collaboration and communication skills (Johnson & Johnson, 2007; Slavin, 1995). Marzano, Pickering, & Pollock (2001) recommend the use of cooperative grouping.

success in cooperative learning is contingent upon group acknowledgement or a reward system that is based on the contribution of each individual student rather than the collective. This requires that individual subtasks are well defined.

Tran acknowledges that many formal cooperative learning groups may have a lifespan of one class period to several weeks, however, he goes on to offer an alternative implementation. Tran suggests that cooperative learning groups are most successful when implemented and measured over a period of time that may extend across a full academic semester or years. The longevity of these groups results in positive impact on relationships, leading to authenticity in support of one another.

Large bodies of researchers have come to the consensus that cooperative learning can lead to positive outcomes in relationship to achievement, but there is disagreement surrounding the conditions in which it is the most effective. These conditions include examining how achievement levels are affected differently by cooperative learning methods

when implemented with fidelity, cooperative learning can set the stage for high- achieving students in heterogeneous grouping based on ability to engage in fulfilling learning opportunities (Patrick et al., 2005). These opportunities may or may not exit academically; however, socially it can lead to growth for all students. It is important to note that the presence alone of a high achieving student will not lead to greater outcomes (Evers, et al., 2013). Teachers must assist students in clearly and intentionally defining roles to ensure engagement. The existing challenge is to reimagine the definition of classroom achievement. If teachers continue to focus on academic achievement as the premise for all learning and fail to highlight the benefit of teaching to the whole child then students may see little value in the development of the social skills supported by the cooperative learning structure

turn and talks while I ear jock

I'm expecting someone to mention that they have been using strategies but have not been as intentional as they could be in relation to implementing the 5 premises.


The Williams

Tables will be instructed to choose three of the following activities step 1 dissect them. Research them, evaluate them based on the 5 premises step 2 begin creating student groups for implementation of that method

Think Pair Share.
Jigsaw.
Jigsaw II.
Reverse Jigsaw.
Inside-Outside Circle.
Reciprocal Teaching.

Society is changing so education cannot remain stagnant. Traditional instruction alone will not adhere to the development of the 21st century whole child nor close the achievement gap. Cooperative learning is an answer to our societal shifts. If implemented correctly it will improve the quality of education for all students. However, if the conversation between student to teacher or teacher to parent continues to highlight academic performance as the crux of all understanding, then we will fail to maximize the benefit of this strategy. It is important to recognize the role of the teacher in this process. Educators have noted the societal shift and many have changed their methods but have not given students or families enough time or the space to internalize this change.